Problem Areas in the Relationship of School Psychologists and Teachers

Abstract

School psychologists have become increasingly involved in working with teachers instead of, or in addition to, their more traditional role of providing clinically oriented services to children. This trend has been justified on both economical and professional grounds. The article highlights potential problems that are inherent in this shift in work focus by describing issues that stem from differences in personal characteristics of the two professions; problems that result from characteristics of their mutual work setting; and finally, difficulties that relate to the process of choosing the nature of the psychological intervention. Describing potential problems is not meant to discourage psychologists from working with teachers but rather to increase sensitivity to potential difficulties in order to improve the quality of their mutual work.

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